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Transcript of {Research} Rule Breakers: The Rebels of Today
Rule Breakers: The Rebels of Today 2010
Rule Breakers: The Rebels of Today
A Research Paper Presented to the Faculty of English AreaHoly Trinity Academy
In Partial Fulfillmentof the Requirement for English IV
by:
Ma. Justine L. ManaloJesiree Mae R. Dizon
Mary Clarence B. BabasaPatrick M. Asañon
John Jefferson C. HorcaJerick G.L. Sornit
Group 7
March 1, 2010
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ACKNOWLEDGMENT
The researchers would like to give grateful thanks and appreciation to the
following people and copyright owner materials who have helped them
through the ups and downs of this book.
Sir Cornelio Gaffud, Activity Coordinator, who have enriched the
researchers’ knowledge throughout this school year and who have trained
them to be more independent and responsible for our next college years.
Dr. Evelyn B. Tallod, Holy Trinity Academy High School Principal, for her
guidance and support with this book.
Sir Curley Mempin, Holy Trinity Academy High School Psychometrician,
for entertaining their questions and sharing his professional insights about the
topic.
Mrs. Rosalina De Vicente, Fourth Year Diamond Adviser, who have given
them enough support throughout this school year.
Ms. Leilani Reyes, Holy Trinity Academy High School Librarian, who have
provided facilities and references to enrich this book.
Holy Trinity Academy High School Students, who have entertained their
questions and supported the fulfillment of this project.
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To all the people who have been part of completing this book, and above
all, God, our Father, for giving His undying love, blessings, wisdom and strength
the researchers needed. Thank you.
Group VII
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DEDICATION
The researchers would like to dedicate this humble achievement to their
parents, loved ones, faithful friends, teachers, readers, and students and to our
Almighty God.
Group VII
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TABLE OF CONTENTS
I. The Predicament and Its Conditions………………………………….7
1. Introduction
A. Problem Statement
B. Objectives
C. Hypothesis
II. Scope and Delimitation of the Study…………………………………11
III. Significance of the Study………………………………………………12
IV. Presentation, Analysis, and Interpretation of the Data……………...14
1. Summary of Respondents
2. Subject Matter of The Study
3. Explanations of the Subject Matters
3.1. “Get Into Gadgets”
3.1.1. Cell phones
3.2. “You’re Late”
3.2.1. Reasons of Being Late
3.3. Conduct
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V. Conclusion…………………………………………………………………28
VI. Summary…………………………………………………………………..29
VII. Presentation of Data………………………………………………………31
VIII. Glossary……………………………………………………………………55
IX. Bibliography………………………………………………………………..61
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The Predicament and its Conditions
INTRODUCTION
Teenage years are the time where pleasure and melancholy
collides. These are the years where they love to explore and prove that they
can do things on their own. They don't want to be controlled and be under the
demands of anybody. Rule breaking is one of the things they do to prove that
they don’t have to always answer to every responsibility at hand because this
would mean they would have to give in to burdens and let go of their easy
and lay-low type of life.
Breaking rules has become the most common habit of the youth. It
is their way of demanding respect and gaining authority in their own life. It is
their defense mechanism to let them hide their own feelings and fears. It has
become nuisance to control because it has given too much satisfaction.
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A. Problem Statement
Gaining authority, being “cool” and giving self-satisfaction
are few of the reasons why teenagers love to break rules. It has become a
way of leisure and their way of proving themselves that they are
considered adults because of what they do. Lack of guidance and
negligence of discipline had led them to believe that being “bad” is
acceptable and “okay”. This result to more incapability of the youth to
understand what is really good that makes them unaware of the
consequences of their actions. They began to look for ways to attest that
there is nothing bad in breaking rules. Although they look unlikable to
other people, still, they break rules for they consider it part of their better
selves.
At this stage, if they go exploring things and not allowed to
do what they wanted, they would rebel. If parents don't know how to deal
with their teens it will result to a problem. They will become rebellious at
home or even in school if mentors don't know how to handle teenagers.
The temptation to react emotionally when children disobey
rules is alleviated because a breach of the rules is no longer perceived as
an assault on parental authority, since it is by the authority of the family,
not the authority of the parents, that the rules were established.
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Helping to set the rules may not dissuade teenagers from breaking
them sometimes, but it can help parents to avoid a power struggle with
their teenagers.
It would have been easier if this was prevented before but due to
diverse situations, it had been difficult and a lot less to avoid.
B. Objectives
1. To understand the attitude or behavior of the youth.
2. To determine the reasons of their unnatural response to
rules.
3. To know what future they will come upon if they continue to
do such things.
4. To have an insight to prevent these behavior.
5. To be aware of the society’s opinions about their actions
6. To list and know the main causes and effects of their
behavior.
7. To have knowledge of the different and firm consequences
with every rule that they may break.
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8. To have an extended view of the students’ real
experiences that led them to breaking rules.
9. To promote discipline and proper guidance to the youth
even at the earliest stages of their growth.
10. To enhance the student’s with potential to be a
responsible and dignified citizen of his community.
11. To be able to compare the different points of attraction that
rule breaking offers.
12. To render motivation for the youth’s future in being a
successful individual for themselves and their society.
C. Hypothesis
1. If teens are not aware of the consequences of their actions,
then punishment will severely damage their future.
2. If they have enough guidance from parents and they learn
to choose their friends, then they can have a better
understanding of themselves and learn how to be
responsible with their actions.
3. If they have knowledge and discipline learned in school
and in their homes, then they will probably have a better
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future and a better shot in preparing themselves with
responsibility.
4. If they are prepared to change for the better, then they will
be able to make over themselves and control their actions.
Scope and Delimitation of the Study
The coverage of this study is focused on elements that push the students
to break the rules in their school. The study also shows the various effects of
their actions. This research simply talks about what triggers them to violate their
school’s rules.
This study involved (6) persons and other reliable sources from the vicinity
of Holy Trinity Academy - High School Building.
The outcome of this study may help the students, teachers, and other
persons involved to have a realization on how to avoid this kind of behavior.
Then again, this research will serve as a guidance to make a change or
improvement that will help the students with their self-realization.
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Significance of the Study
In recent times, students have been breaking rules in various ways. They
have always found it interesting and satisfying. Avoiding these kinds of things are
improbable because of their complicated lifestyle and the community’s way of
living. They have been used to living a daily routine of leisure and vices
that they have been immune to the consequences of every action they tend to
make.
Following rules does not only mean “always being good”. It is only a guide
for, not only students, but people to become a better person and to have an even
better life.
This study would be beneficial for the students, teachers, parents,
counselors, readers, and future researchers.
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Students. They will gain a lot from this research for they will know how to
control themselves from these kinds of situation that they will come upon in the
future. They will also know the importance of being a good follower and the
effects of their actions.
Teachers. The teachers would be able to know the students who
commonly violate rules, and through this, they will know how to help these
students to change and improve.
Parents. This research will provide them the facts on how to handle their
adolescent children in the best way possible. This will also guide them to be
familiar with their attitude and reaction so that they can build a better relationship
with them.
Counselors. The result of this study will make it easier for them to give
the right discipline to the students. They will have more knowledge about the
fears and real feelings of their clients.
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The Readers. The readers would be able to understand why some of
students are having such reactions from the satisfaction they get in breaking
rules.
Future Researchers. Through this study, future researchers would be
able to see the response of the students and the effects of their conduct. They
would be able to utilize these data for more information and guidance needed in
their further study. They will be able to compare the perceptions and insights of
students in the past and in the present for more ways to avoid the same
behavior.
Presentation, Analysis and Interpretation of Data
This section imparts the data that the researchers have put together to
compare the problems and other realizations in this issue of breaking rules and
its appeal to themselves.
1. Summary of Respondents
Age
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Table 1 presents the division of respondents according to age. As shown
below, ages of respondents from 4th year Diamond ranging from 14 to 17
years of age.
AGE BOYS GIRLS
16-17 19 16
14-15 2 3
Gender
Table 2 shows the division of respondents according to gender.
MALE 21
FEMALE 19
As a result from Table 2, there are nineteen female respondents, twenty one
male respondents from 4th year Diamond, Holy Trinity Academy.
Standing
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Table 3 presents the division of respondents according to the standing in
their family.
2. Subject Matter of the Study
Gadgets
This part discerns on why the students bring gadgets during school hours.
The concern talks about the appeal of everyday use of gadgets in class. Instead
of
giving their full attention to the discussion, they tend to be more involved in using
modern technology.
Students who have brought gadgets
everyday
MALE 11
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FEMALE 12
Going to school late
This subject involves the students who usually come late at school. This
matter shows the negative result of this behavior in the student’s life and
academics.
Students who have been late.
MALE 17
FEMALE 13
Conduct
This issue is the chief basis of analysis of the researchers. It discusses
about the different attitudes of the students in a class. It also presents the various
reactions of a student towards the behavior or action of another student given
that this is a classroom-based situation.
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3. Explanations of the Subject Matters
3.1 “GET INTO GADGETS”
Modern teaching is at present far and wide used. This includes the
use of the modern gadgets in enriching our knowledge and proficiency.
However these new gadgets support the contemporary way of teaching. But
these modern aids have been prohibited in schools.
3.1.1. CELL PHONES
Cell phones are repeatedly used by students in schools and it shouldn't
be much of a problem. However it is beginning to become detrimental to those
students learning. Students are very well distracted and as an evident result, they
pay less attention in class. Last of all, cell phones are a very efficient toll used in
verbal abuse (through text messaging). In class, students should be learning
things that would help them in later life but most of them are unfocused.
In all places, people are using cell phones a great deal; some
examples are school, work, and other public places. Cell phones are drastically
changing the world. It has had a positive and negative social and economic
impact on our daily
lives.
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CELLPHONE BAN AT SCHOOLS
Cell phones are a wonderful convenience and pleasurable gadgets to have.
However, there are still arguments about whether or not they belong in schools.
Agreement needs to be reached between parents, students, and educators
regarding the fair use in schools. Certainly to ban them completely is to ignore
some of the educational advantages of having a cell phone in the classroom.
Also, there needs to be rational communication concerning the misuses of cell
phones; some uses are definitely unacceptable.
Educators, parents and students should think of some of these possibilities when
addressing the cell phone issue:
Students can take pictures of class projects to e-mail or show to parents.
Ordinarily, parents do not see projects that are completed in groups in
school.
Students can text message missed assignments to classmates that are
absent. A buddy system can be put into place.
Many cell phones are equipped with calculators—plenty of new math
curricula encourage the use of a calculator when problem-solving. A
student should become accustomed to having a calculator handy for both
homework and real life math applications.
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If a student is slow to copy notes from the board, pictures can be taken of
the missed notes and accessed later. Ditto sending notes to absent
classmates.
Students can listen to music with ear buds if the cell phone is equipped
with this option during independent study—many students find this
relaxing and comfortable and are more productive as a result.
Unacceptable use of cell phones—never use them for these purposes in school:
Sending test answers to friends—that is cheating and is certainly wrong!
Recording teachers—no one is perfect and teachers are reputed to be
above any misdeed. However, if a teacher is not conducting him/herself
properly, report him or her to the principal and one’s parents. It is up to the
administrator to complete an investigation. Students who misbehave
should be afforded the same basic rights. No one wants to be recorded
without knowledge or consent.
And then, there are these very serious offenses that are not only wrong, but
illegal and one should never use one’s cell phone for this these purposes:
Arranging a drug deal.
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Plotting a bomb threat.
Setting up others to fight.
If students act in a mature manner and present a fair cell phone use
agreement to their parents, teachers, and administrators, maybe this cell phone
controversy can be settled for the benefit of all.
ADDICTION TO CELL PHONES
Cell phone addiction, as we notice now, is happening universally. Everyone is
using the cell phone as their instrument of connecting to the world, to play
games, to watch videos, to listen to music and even for some, to use as
an organizer of the things that they will do.
And there are common types of dependencies other people rely upon.
1) Physical dependency
2) Psychological dependency
Causes includes:
1) Genetics
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2) Biological/Pharmacological
3) Social factors
So far in the occurrence of cell phone addiction, firm facts are recognized as
such:
Symptoms are:
1) People feel uneasy without their cell phones.
2) Cell phones are very essential to them (to the point of a need).
3) Ought to talk insatiably.
4) Cell phone charges stress them up.
5) Begin having problems at school and work due to persistent usage.
6) Interpersonal problems (becomes disruptive and secluded).
7) Extreme levels of insecurity.
8) Jeopardize health (lengthy periods of contact to unsafe electromagnetic waves
and when driving).
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Worst situations:
1) Hallucinations (phantom ringing of the phone, when it is in reality not)
2) Intense anxiety if the phone is taken from them or when there are no coverage
in the area.
The harms brought about may be:
1) Young addicts pay out lot’s of time that they neglect school and drop out.
2) Turning to misdeed to pay bills (that run up to thousands).
3) Mental breakdown
4) Death
"Psychiatrists say mobile phone addiction is an obsessive-compulsive disorder
which looks set to become one of the biggest non-drug addictions in the 21st
century."
Cell phone addictions will only aggravate and become more prevalent as people
gain in material comfort and are able to pay for more cell phones. They should
learn to manage their habit and not be controlled by the gadget itself, just then
will they develop and gain from attaining such equipments to enrich their lives.
Cell phone addictions can be resolved.
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3.2 “YOU’RE LATE”
For almost a decade now, students who go to classes late usually get into
trouble. From receiving morning sermon, to being subjected to absolute public
embarrassment, to giving of community service on school grounds even up to the
point of being thrown out of class.
All students at some point in their life as being students would experience
that day in which you’d be the last one to enter the class, half-way into the
discussion or worst, an exam.
3.2.1 REASONS OF BEING LATE
Traffic – for the commuting students, traffic is a persistent risk and killer to that
complete attendance. They have to wake up early, usually before any person in
your family, battling your sleepy eyes and the temptation of going to bed again to
have that good sleep just to get up and get all set for school for you will have to
travel from your home to your school.
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School services are only accessible to few students while others are obliged to
commute. But the general picture is if those students don’t have cars or any other
means of private transportation, they may suffer in traffic rushes in the morning.
No uniform - For those who are required to wear uniforms at school, not having
a clean and pressed set is one of the biggest upsets and tragedies that could
really ruin your morning and the rest of your day.
You left something at home – Some students who are ready to go are
sometimes forgetful in the morning. They tend to forget important things to bring
like keys, books, projects etc, so their natural response is to go back and get it
resulting to being late.
Silenced alarms and wrong calendars – Almost everybody use alarms to help
rise up early but for some unknown reason, they invented the ”snooze” button
which doesn’t completely help because it only lengthens the time they sleep.
More and more minutes passes by, next thing you know, you’re late.
You woke up late, very late – this is the number one reason they come late for
their classes. No heavy traffic, burning away of uniforms, lost IDs and stuff,
thousands of alarm clocks going on at the same time could do them any good. If
they woke up late, you’re late.
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Reasons could range from staying up late the night or morning before, playing
online or offline games all night, or cramming to finish a due project even up to
giving your self a few more ‘minutes’ of sleep after the alarm has told you it’s time
to get up and get things moving.
3.3 “CONDUCT”
Hearsay of problematic behaviors is on the rise nationally, not only in the
classroom but in society at large.
Some of these juvenile, annoying, or inconsiderate behaviors or “classroom
discourtesy” includes:
lateness or leaving early
out of place usage of cell phone and laptop in class
side discussions
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disregard for deadlines
negative remarks
cheating
These behaviors are not just instructors’ pet peeves; they have real
costs including:
disturbing other students and lecturer in class
reducing student involvement
lowering other students' and teacher’s motivation in or out of class
affecting fairness in grading
feeling disrespected as a fellow learner or authority figure
As for a classroom-based situation of discourtesy, it is a must for a
teacher to correct the misbehavior of his students.
Here are some tips for teachers:
1. Accept the students as they are, but build on and accentuate their positive
qualities.
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2. Be yourself, since these students ca recognize phoniness and take
offense at such deceit.
3. Be confident; take charge of the situation, and don’t give up in front of the
students.
4. Provide structure, since many of these students lack inner control and are
restless and impulsive.
5. Explain your rules and routines so that students understand them. Be sure
your explanations are brief, otherwise you lose your effectiveness and you
appear to be defensive or preaching.
6. Communicate positive expectations that you expect the students to learn
and you require academic work.
7. Rely on motivation and not your prowess to maintain order, an interesting
lesson can keep the students on task.
8. Be a firm friend, but maintain a psychological and physical distance so
your students know you are still the teacher.
9. Keep calm, and keep your students calm, especially when conditions
become tense or upsetting. It may be necessary to delay action until after
class, when emotions have been reduced.
10.Size up the situation and be aware of undercurrents of behavior, since this
students are sizing you up and knowing manipulators of their environment.
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11.Anticipate behavior; being able to judge what will happen if you or your
student decide on the course of action may allow you to curtail many
problems.
12.Expect, but don’t accept misbehavior. Learn to cope with misbehavior but
don’t get upset or feel inadequate about it.
CONCLUSION
In conclusion, teenagers are obsessed with breaking rules because
they've spent their whole childhood being enforced by rules and want to be seen
as adults and separate themselves from their parents. They want to be
considered as independent people because they like to think that this is the right
and natural thing to do and the path they have to take. While the children try to
detach themselves with their parents, the latter think otherwise. These are the
years when the parents dread the growth of their children. They figure that they
need more guidance and teaching because they are afraid to see their children
take the wrong path that society pushes them to take.
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As a result, the researchers have depicted that teenage years are the
most challenging times of their growth and breaking rules is a very big event that
they cannot decline. It has become a natural habit that everybody undergoes.
Not one of them follows all the rules implemented so they are likely to be
more rebellious and react violently when things are prohibited.
It has been proved that breaking rules is routinary and commonly
considered as “ordinary” to this generation. Change is always inevitable, with
proper discipline and guidance applied to these teenagers, there may still be a
chance to correct their errors and make a better life for the future generation.
SUMMARY
This research paper evaluates the sources, consequences and details of
the topic about the behavior of the students towards breaking rules in a
classroom-based situation. This paper imparts the reasons and explanations, as
well as the causes and effects of their actions. It also provides guidance and the
possible solution to the said issue and also discusses the day-to-day interactions
of the students with people and the things that lead them to break rules. The
topic has been expanded through scanning of books and magazines, interviews,
surveys and additional information that the researches have gathered.
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They have conducted a survey in one of the section of Holy Trinity
Academy, the IV- Diamond, which consist of 40 students. The respondents are
required to answer the given survey that pertains to the topic, rule breaking.
With regards to the subject, the questions in the survey have given way for
the readers to know the common mistakes that the students make, the usual
bringing of gadgets, the reasons behind doing so and overall knowing the
response they make and the consequences they have to face.
The researchers have gathered more information about the motives of the
students and common excuses that they rely upon. They focused more on the
analysis and interpretation of the data they have assembled and combined.
The researchers assured that the information and facts in this paper are
well-founded and reliable. They have the sensible sources of information through
the help of books, people and Internet.
They would be also grateful for those people who would be appreciative
for this research paper and make use of this as a guide in managing their life and
accepting the consequences that their actions may bring.
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PRESENTATION OF DATA
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This is the actual survey sheet of the researchers that was answered by the
students in 4th year Diamond.
Sample with answer:
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“ Do you love violating rules?”
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“Do you eat in class?”
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“Do you cut classes?”
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“Do you wear the correct uniform?”
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“Do you always wear your ID?”
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“Do you stay in the classroom during recess?”
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“Have you been suspended from school?”
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“Are you not afraid of your teachers?”
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“Have you had a friend who was bad for you?”
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“Are you aware of the punishments they would give you?”
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“Do you think being bad is cool?”
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“Do you love your school?”
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“Does violating rules give you satisfaction?”
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“Do you bring gadgets like cell phones and iPods?”
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“Have you been to the Discipline’s Office?”
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“Do you obey your parents?”
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“Difficulty of following the rules in your school”
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“Closeness to your family and friends”
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“Good relationship with your teachers”
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“Give a rule that you have violated
GLOSSARY
A
Abuse- Use wrongly, improperly or excessively
Addiction- Being abnormally tolerant to and dependent on something that is
psychologically or physically habit-forming
Adolescence – The state that someone is in between puberty and adulthood
Adolescent- A juvenile between the onset of puberty and maturity
Anxiety- A vague unpleasant emotion that is experienced in anticipation of some
misfortune
Appeal- attractiveness that interests, pleases or stimulates
Attitude- A complex mental state involving beliefs and feelings and values and
dispositions to act in certain ways
Attraction- An entertainment that is offered to the public
Authority- The power or right to make decisions
B
Behavior- the way a person responses, reacts or moves in a situation
Beneficial- promoting or enhancing well-being
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Biological- Pertaining to life and living things
Break- Act in disregard of laws, rules, contracts, or promises
C
Causes- Events that provide the generative force that is the origin of something
College- An institution of higher education created to educate and grant degrees;
often a part of a university
Conduct- Manner of acting or controlling yourself
Consent- Permission to do something
Consequence- The outcome of an event especially as relative to an individual
Control- Power to direct or determine
D
Defense mechanism- (psychiatry) an unconscious process that tries to reduce
the anxiety associated with instinctive desires
Dignity- The quality of being worthy of esteem or respect
Discipline- A system of rules of conduct or method of practice
Discourtesy- An expression of lack of respect
Disobey- Refuse to go along with; refuse to follow; be disobedient
Disturbance- Activity that is a malfunction, intrusion, or interruption
E
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Effects- A phenomenon that follows and is caused by some previous
phenomenon
Experiences-The accumulation of knowledge or skill that results from direct
participation in events or activities
FFears- An emotion experienced in anticipation of some specific pain or danger
(usually accompanied by a desire to flee or fight)
G Guidance- Direction or helpful suggestions regarding a decision or future course
of action
HHabit- an automatic pattern of behavior in reaction to a specific situation; may be
inherited or acquired through frequent repetition
Hallucinations- Illusory perception; a common symptom of severe
mental disorder
IIncapability- Lack of potential for development
Independent- Free from external control and constraint
Improbable- Not likely to be true or to occur or to have occurred
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Improvement- A change for the better; progress in development
JJeopardize- Pose a threat to; present a danger to
LLate- Being or occurring at an advanced period of time or after a usual or
expected time
Leisure- Freedom to choose a pastime or enjoyable activity
Love- Have a great affection or liking for
M
Melancholy- A feeling of thoughtful sadness
Mentors- A wise and trusted guide and advisor
Modern- Relating to a recently developed fashion or style
OOffense- A lack of politeness; a failure to show regard for others; wounding the
feelings or others
PPleasure- A fundamental feeling that is hard to define but that people desire to
experience
Professional- Engaged in a profession or engaging in as a profession or means
of livelihood
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Punishment- Something (e.g. imprisonment or paying a fine) someone is made to
do to compensate for a wrongdoing, especially for crime; the act of punishing
RRebel- A person who takes part in an armed rebellion against the constituted
authority (especially in the hope of improving conditions)
Respect- The condition of being honored (esteemed, respected or well regarded)
Responsibility- The social force that binds you to the courses of action demanded
by that force
Rules- Prescribed guide for conduct or action
SSatisfaction- The contentment one feels when one has fulfilled a desire, need, or
expectation
Serious- Concerned with work or important matters rather than play or trivialities
Society- An extended social group having a distinctive cultural and economic
organization
Support- Give moral or psychological support, aid, or courage to
TTeenager- A juvenile between the onset of puberty and maturity
Temptation- The desire to have or do something that you know you should avoid
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Tip- A small piece of useful advice or information
UUtilize- Put into service; make work for a particular purpose or use as designed
VVice- A specific form of evildoing
Vicinity- A particular area; the surrounding or nearby region
Y
Youth- A young person (especially a young man or boy)
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BIBLIOGRAPHY
BOOK
1. ̂ Harris, D. (1998) "The Logic of Black Urban Rebellions," Journal of
Black Studies. 28(3), pp. 368-385.
2. ̂ Schraffenberger, Rebecca. (2007) "This Modern Goth (Explains
Herself)", Goth Undead Subculture. New York: Duke UP, 2007.
3. ̂ Douglas, Murray A.; Strauss (2007), "Discipline by Parents and Child
Psychopathology", in Felthous, A.; Sass, H., International Handbook of
Psychopathology and the Law, New York: Wiley, pp. 1–2,
4. ̂ "Encouraging better behavior - A practical guide to positive parenting.".
National Society for Prevention of Cruelty to Children, United Kingdom.
2003.. Retrieved 25 March 2008.
5. ̂ Hanawalt, Barbara (1986). The Ties that Bound: Peasant Families in
Medieval England. Oxford University Press. p. 182.
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6. ̂ "The Medieval Child, Part 4: The Playful Years". About.com.. Retrieved
21 September 2009.
7. ^ a b "Encyclopedia of Children and Childhood in History and Society -
Discipline". Retrieved 21 September 2009.
8. ^ a b Dobson, James (1977). Dare to Discipline. Bantam Books. ISBN
0553228412.
9. ̂ Wright, Susan (19 June 1985). "Parents and Experts Split on Spanking".
The New York Times: p. C9.
10. ^ a b Sullivan, Tom (5 October 2009). "In 30 years without spanking, are
Swedish children better behaved?". The Christian Science Monitor
(Boston).
11. ̂ Simons, R.L. et al, "Socialization in the family of origin and male dating
violence: A protective study", in Journal of Marriage and the Family, 1998;
60:467-78.
12. ̂ "How can I discipline my children?". London: BBC.. Retrieved 13 July
2009.
WEBSITE
1. http://www.womenrepublic.co.uk/family_pregnancy/rebellion/
2. http://www.essortment.com/all/teenagerebell_rdgq.htm
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3. http://www.med.umich.edu/1libr/pa/pa_badolesc_hhg.htm
4. http://pubpages.unh.edu/~mas2/CP85%20-%20Discipline%20by
%20parents-S%2BDoug-Ed%20Book.pdf.
5. http://www.nspcc.org.uk/HelpAndAdvice/Publications/Leaflets/
encouraging_pdf_wdf36202.pdf
6. http://books.google.com/books?
id=JYR4nxXWIjMC&pg=PA143&lpg=PA143&dq=18th+century+child+disci
pline&source=bl&ots=H5OjWG2q7x&sig=KmpeqACbX7FxSVEUb6AzDLw
MopY&hl=en&ei=DnS3SvTIIZLg8Qb7mfHRDQ&sa=X&oi=book_result&ct
=result&resnum=5#v=onepage&q=18th%20century%20child
%20discipline&f=false.
7. http://www.learnthebible.org/eight-misconceptions-about-spanking.html
8. http://historymedren.about.com/od/medievalchildren/a/child_play_3.htm
9. http://www.faqs.org/childhood/Co-Fa/Discipline.html
10. http://www.csmonitor.com/2009/1005/p06s10-woeu.html .
11. http://www.springerlink.com/content/r00u746076w16067/ .
12. http://ahaparenting.com/parenting-tools/positive-discipline/use-positive-
discipline.
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13. http://www.insideout-counselling.com.au/html/cms/12/non-punitive-
discipline.
14. http://www.athealth.com/Consumer/Issues/discipline.html .
15. http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?
p=114&np=141&id=2309.
16. http://www.bbc.co.uk/schools/parents/life/health_happiness/problems/
discipline_home.shtml
ARTICLE
1. ̂ Temple University (2007, April 12). Teenage Risk-taking: Biological And
Inevitable?. ScienceDaily. Retrieved July 21, 2009,
from/releases/2007/04/070412115231.htm#
2. ̂ Temple University (2007). Risk Taking in Adolescence: New
Perspectives From Brain and Behavioral Science. Current Directions in
Psychological Science pg. 55-59
3. ̂ Cornell University (2006, December 12). Why Teens Do Stupid Things.
ScienceDaily. Retrieved July 21, 2009, from
http://www.sciencedaily.com /releases/2006/12/061211124302.htm#
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4. ̂ Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's
World: Infancy Through Adolescence (10th ed.), New York: McGraw-Hill
5. ̂ Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's
World: Infancy Through Adolescence (10th ed.), New York: McGraw-Hill
6. ̂ Pollock, Linda A. (1983). "5". Forgotten children: parent-child relations
from 1500 to 1900. Cambridge University Press. ISBN 0521250099. ^
"Eight Misconceptions About Spanking". Learn The Bible.. Retrieved 19
September 2009.
7. ̂ Straus M.A. et al, "Spanking by Parents and Subsequent Antisocial
Behaviour by Children", in Archives of Pediatric and Adolescent Medicine
1997; 151:761-767.
8. ̂ Brezina, T. "Teenage violence toward parents as an adaptation to family
strain: Evidence from a national survey of male adolescents", in Youth &
Society 1999; 30:416-444.
9. ̂ Millichamp, Jane; Martin J & Langley J (2006). "On the receiving end:
young adults describe their parents’ use of physical punishment and other
disciplinary measures during childhood". The New Zealand Medical
Journal 119 (1228): U1818. PMID 16462926.
10. ̂ Toner, Ignatius J. (1986). "Punitive and non-punitive discipline and
subsequent rule-following in young children". Child and Youth Care Forum
15 (1): 27–37.
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11. ̂ "Positive discipline". AtHealth.com. 20 May 2008.
12. ̂ The Crisis in American Education — An Analysis and a Proposal, The
Sudbury Valley School (1970), Law and Order: Foundations of Discipline
(pg. 49-55). Accessed January 10, 2010.
13. ̂ Greenberg, D. (1987) The Sudbury Valley School Experience Back to
Basics. Accessed January 10, 2010.
14. ̂ Greenberg, D (1987), Child Rearing. Accessed January 10, 2010.
MAGAZINES
1. ̂ , Fowers BJ. 2008, From Continence to Virtue: Recovering Goodness,
Character Unity, and Character Types for Posewitive Psychology. Theory
& Psychology, Vol. 18, No. 5, 629-653
2. ̂ Maccoby, E.E., & Martin, J.A. (1983). "Socialization in the context of the
family: Parent-child interaction", in P.H. Mussen (ed.), Handbook of Child
Psychology (4th ed.), vol. 4: Socialization, personality, and social
development, edited by E.M. Heatherington, 1-101. New York: Wiley.
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